Implementation of Inclusive Education Practices for Children with Disabilities and Other Special Needs in Uganda

Abstract

This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction-some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs.

Readiness of Pre-Service Teachers to Implement Inclusive Education

“…Intolerance is mainly caused by personal stereotypes and a negative attitude to interpersonal evaluation. Tolerance is the result of a conscious decision and can be defined as the principle of human interaction with other people, as well as from the readiness to form one"s world so strongly and flexibly that it is open to interaction with others (Kuyini et al, 2020;Okech et al, 2021). The development of a teacher"s readiness for inclusive educational practice includes the following personal characteristics: a conscious choice of options for their professional behavior; the ability and willingness to select rational means and methods of self-development; the organization of a teacher"s activities in a team; the ability to move freely in the system of techniques and methods of pedagogical activity.…”

The Evaluation of Inclusive Education Programs in Two Primary Schools in Sidoarjo

“…According to Rusman, the learning evaluation is conducted to determine the quality of learning from the planning, implementation, and evaluation of learning outcomes (Okech et al, 2021). Meanwhile, Suharsini AK and Lia Yuliana explained that the evaluation is conducted at the end of each completion of the standard competence of all subjects (Manubey et al, 2021).…”

“…Rusman explained that education evaluation is conducted to determine the quality of education based on planning, implementation, and assessment of the results of the education program itself (Okech et al, 2021). Furthermore, Suharsini AK and Lia Yuliana state that assessments of education or learning are conducted after each subject's competency standard completion (Manubey et al, 2021).…”

Opinions and Recommendations of Academics Training Special Education Teachers About Applicability of Integration in Turkey

“…At the end of their research, they concluded that depending on the density of non-native speakers, the degree of language diversity did not have a negative effect on students' language and math skills but worsened the social integration of non-native speakers. In their research, Okech et al (2021) aimed to evaluate the factors affecting the effective implementation of inclusive education, taking into account learners with disabilities and other special needs. His research has focused on the following key aspects that directly affect the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues and the learning environment.…”